Overview
This research report explores the number, characteristics, and outcomes of engineering and technology students in higher education in the UK. Based on data from the Higher Education Statistics Agency (HESA), it also compares the data for engineering and technology students to those studying other subjects.
As well as current students, the report looks at data from the latest Graduate Outcomes survey. That survey explores the activity of graduates 15 months after graduation. This includes their employment status, details about where they are working, and how they feel about their work. The data is also explored by key demographics, and compares engineering and technology graduates to those in other subjects.
Engineering and technology in higher education report
Who this is for
- Careers leads
- Employers
- Policymakers
- Professional Engineering Institutions
- Researchers
- Teachers
Key findings
- a total of 156,720 students started an engineering and tech course – 85,875 in computing and 70,845 in other engineering and technology subjects
- 80,350 of these were starting an undergraduate degree
- women make up just 20% of undergraduate students
- students from a UK minority ethnic group make up 41% of engineering and technology undergraduates, compared to 32% of other subjects
- engineering and tech undergraduates are less likely to report a disability (15%) compared to those in other subjects (19%)
- engineering and tech undergraduates are more likely to have a parent with an HE qualification (53%, compared to 47% for other subjects)
- engineering and tech undergraduates are more likely to be from outside the UK and EU (27%) than other subjects (14%)
- engineering and tech graduates are more likely to be in work than graduates from other subjects (71% vs. 69%)
- engineering and tech graduates are also likely to earn more, and to be more positive about their current work
Key insights
Engineering and technology degrees remain among the most popular for students. Despite this, women continue to be underrepresented in these subjects, making up just 1 in 5 undergraduates. In addition, while UK minority ethnic (UKME) groups are overrepresented, there are differences between groups. Black Caribbean and Caribbean British students, for example, are consistently underrepresented throughout the higher education pathway. UKME students are also less likely to achieve the highest grades compared to their white counterparts.
Engineering and technology is also more likely to attract students from higher socioeconomic statuses and/or whose parents have a higher education qualification. This reinforces what we already know regarding the importance of social mobility and higher education. These barriers, however, seem to be accentuated for engineering and technology with more needing to be done to attract and support these students.
It is encouraging to see 7 in 10 engineering and technology graduates in paid work for an employer 15 months after graduating. There were differences by ethnicity though, with white engineering and technology graduates more likely to be in work compared to UKME groups. The majority of graduates working in engineering and technology, both men and women, also find engineering and technology to be a meaningful career. This was also the case across ethnic groups, but white graduates were the most likely to strongly agree.
Individual subject analyses
A supporting report which looks at a breakdown of the different engineering and technology subjects is also available.
